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"Everything we read...constructs us, makes us who we are, by presenting
our image of ourselves as girls and women, as boys and
men" (Mem Fox, 1993).

Besides being an important resource for developing children's language
skills, children's books play a significant part in transmitting a
society's culture to children. Gender roles are an important part of this
culture. How genders are portrayed in children's books thus
contributes to the image children develop of their own role and that of
their gender in society.

How Is Gender Portrayed in Children's Literature?

Gender bias exists in the content, language and illustrations of a large
number of children's books (Jett-Simpson & Masland, 1993).
This bias may be seen in the extent to which a gender is represented as
the main character in children's books and how that gender is
depicted.

Numerous studies analyzing children's literature find the majority of
books dominated by male figures. For example, Ernst (1995) did
an analysis of titles of children's books and found male names
represented nearly twice as often as female names. She also found that
even books with female or gender-neutral names in their titles in fact,
frequently revolve around a male character. Many classics and
popular stories where girls are portrayed usually reflect stereotypes of
masculine and feminine roles. Such gender stereotypes are
prevalent not only in mainstream children's books but also in Newbery and
Caldecott medal winners. Children's books frequently
portray girls as acted upon rather than active (Fox, 1993). Girls are
represented as sweet, naive, conforming, and dependent, while
boys are typically described as strong, adventurous, independent, and
capable (Ernst, 1995; Jett-Simpson & Masland, 1993). Boys
tend to have roles as fighters, adventurers and rescuers, while girls in
their passive role tend to be caretakers, mothers, princesses in
need of rescuing, and characters that support the male figure (Temple,
1993). Often, girl characters achieve their goals because others
help them, whereas boys do so because they demonstrate ingenuity and/or
perseverance. If females are initially represented as active
and assertive, they are often portrayed in a passive light toward the end
of the story. Girl characters who retain their active qualities are
clearly the exception (Rudman, 1995). Thus, studies indicate that not
only are girls portrayed less often than boys in children's books,
but both genders are frequently presented in stereotypical terms as well.

Why Is Gender-Representation in Children's Literature Significant?

Many researchers and authors argue that readers identify with characters
of their own gender in books. Therefore, the relative lack of
girl characters in texts can limit the opportunity for girls to identify
with their gender and to validate their place in society.

The manner in which genders are represented in children's literature
impacts children's attitudes and perceptions of gender-appropriate
behavior in society. Sexism in literature can be so insidious that it
quietly conditions boys and girls to accept the way they 'see and read
the world,' thus reinforcing gender images (Fox, 1993). This
reinforcement predisposes children to not question existing social
relationships. At the same time, however, books containing images that
conflict with gender stereotypes provide children the
opportunity to re-examine their gender beliefs and assumptions. Thus,
texts can provide children with alternative role models and
inspire them to adopt more egalitarian gender attitudes.

Gender stereotypical roles are constraining to both genders. Just as
girls are trapped in passive and whiny roles, boys and men are
rarely described as people demonstrating emotions of sadness and fear,
having hobbies/occupations that are not stereotypically male
and in roles where they aren't competing or meeting high expectations.
These stereotypes limit boys' and girls' freedom to express
themselves (Fox, 1993; Rudman, 1995) and pressure them to behave in ways
that are 'gender appropriate' rather than ways best suited
to their personality.

What Should Teachers Keep in Mind While Selecting Children's Books?

Ideally, all children's books used in the classroom should have
well-rounded male and female characters. However, teachers seldom
have much control over the children's books they use as their selection
of books is often restricted to what is cheap, easily available, or
contributed by parents and well-wishers. Despite these constraints, it is
possible to take active steps to ensure the use of books that
promote gender equity among the sexes.

One recommendation is to look actively for books portraying girls/women
in a positive light with active, dynamic roles. Another
suggestion is to look for books and stories that do not portray either
gender in a stereotypical manner. Rudman (1995) recommends
gender-neutral books where

individuals are portrayed with distinctive personalities irrespective of
their gender

achievements are not evaluated on the basis of gender

occupations are represented as gender-free

clothing is described in functional rather than gender-based terms

females are not always weaker and more delicate than males

individuals are logical or emotional depending upon the situation

the language used in the text is gender-free, etc.

Teachers can also choose books that have counter-sexist attitudes
embedded in them, such as feminist texts that can help children
recognize gender-stereotypical messages. Combining traditional and
non-traditional books can also spark discussion of how genders
are portrayed in different books (Jett-Simpson and Masland, 1993).

Regardless of the type of book chosen, the message of respect for both
genders should be subtly contained in the texts. It is important
to avoid books that have strident messages on gender equity, as children
tend to reject books that preach. In Mem Fox's (1993) words,
"laboring the point kills the point of the laboring."

How Can Teachers Use Children's Literature to Promote Gender Equity?

Before using strategies to identify gender stereotypes and develop
gender-equitable perceptions among children, it is important for
teachers to first recognize and articulate their own attitudes (Rudman
1995). Then they can guide children to be critical by using
scaffolding strategies like the following:

collectively analyzing gender assumptions in the text

raising questions about main characters and their portrayal.

asking children to reverse the genders of individuals, e.g., "What if
Sleeping Beauty was a boy?" (Temple, 1993)

having children guess a writer's gender on the basis of the story they
have just heard (Lawrence, 1995)

asking children to use gender-neutral names in the stories they write
and read this aloud to other students so that they can guess the
protagonist's gender (Lawrence, 1995)

have children adopt the opposite sex's point of view about a very
gendered issue (Lawrence, 1995)

Children can discuss a novel by participating in the above activities in
heterogeneous groups. It is important for teachers to support
children's group discussions by posing thought-provoking questions and
facilitating student exchanges. McGowan, McGowan &
Wheeler (1994) have described a number of children's books that can be
used as catalysts for discussions, and suggested different
group activities for primary grade students. The authors have designed
these activities for the purpose of promoting gender awareness
and using them to explore issues such as: respect for yourself and other
individuals, similarities and differences between boys and
girls, traditional and non-traditional gender roles, gender stereotypes,
and friendships between boys and girls. Along similar lines,
Lawrence (1993) suggests getting older students to conduct surveys and
create collages to sensitize themselves to gender issues they
encounter in books they read.

Trites (1997) reminds us that during discussions with children, it is
important to validate both feminine and masculine voices, and to
listen to dissenting individual opinions. Teachers need to recognize that
many children may have attitudes that are gender stereotyped
only towards certain issues. Students need to be allowed to make choices
that are consonant with their own personalities and which are
self-empowering. It is also important to keep in mind that rethinking
gender roles cannot be achieved in a day but is an ongoing
process.

Credits

This publication was prepared with funding from the Office of Educational
Research and Improvement, U.S. Department of
Education, under contract No RR93002011. Contractors undertaking such
projects under government sponsorship are encouraged to
express freely their judgment in professional and technical matters.
Points of view or opinions, however, do not necessarily represent
the official view or opinions of the Office of Educational Research and
Improvement.

THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION
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INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC